# Nicole M. McNeil, Ph.D. - Publications

## Affiliations: | Psychology | University of Notre Dame, Notre Dame, IN, United States |

Year | Citation | Score | |||
---|---|---|---|---|---|

2018 | Hornburg CB, Wang L, McNeil NM. Comparing Meta-analysis and Individual Person Data Analysis Using Raw Data on Children's Understanding of Equivalence. Child Development. PMID 29574694 DOI: 10.1111/cdev.13058 |
1 | |||

2017 | McNeil NM, Hornburg CB, Devlin BL, Carrazza C, McKeever MO. Consequences of Individual Differences in Children's Formal Understanding of Mathematical Equivalence. Child Development. PMID 28902386 DOI: 10.1111/cdev.12948 |
1 | |||

2017 | Alibali MW, Crooks NM, McNeil NM. Perceptual support promotes strategy generation: Evidence from equation solving. The British Journal of Developmental Psychology. PMID 28857223 DOI: 10.1111/bjdp.12203 |
1 | |||

2017 | Hornburg CB, Rieber ML, McNeil NM. An integrative data analysis of gender differences in children's understanding of mathematical equivalence. Journal of Experimental Child Psychology. PMID 28705552 DOI: 10.1016/j.jecp.2017.06.002 |
1 | |||

2016 | Fuhs MW, Hornburg CB, McNeil NM. Specific Early Number Skills Mediate the Association Between Executive Functioning Skills and Mathematics Achievement. Developmental Psychology. PMID 27337509 DOI: 10.1037/dev0000145 |
1 | |||

2015 | Fyfe ER, McNeil NM, Rittle-Johnson B. Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task. Child Development. 86: 927-35. PMID 25571776 DOI: 10.1111/cdev.12331 |
1 | |||

2015 | McNeil NM, Fyfe ER, Dunwiddie AE. Arithmetic practice can be modified to promote understanding of mathematical equivalence Journal of Educational Psychology. 107: 423-436. DOI: 10.1037/a0037687 |
1 | |||

2015 | Byrd CE, McNeil NM, Chesney DL, Matthews PG. A specific misconception of the equal sign acts as a barrier to children's learning of early algebra Learning and Individual Differences. 38: 61-67. DOI: 10.1016/j.lindif.2015.01.001 |
1 | |||

2015 | Fyfe ER, McNeil NM, Borjas S. Benefits of "concreteness fading" for children's mathematics understanding Learning and Instruction. 35: 104-120. DOI: 10.1016/j.learninstruc.2014.10.004 |
1 | |||

2014 | Chesney DL, McNeil NM. Activation of operational thinking during arithmetic practice hinders learning and transfer Journal of Problem Solving. 7: 24-35. DOI: 10.7771/1932-6246.1165 |
1 | |||

2014 | Mcneil NM. A change-resistance account of children's difficulties understanding mathematical equivalence Child Development Perspectives. 8: 42-47. DOI: 10.1111/cdep.12062 |
1 | |||

2014 | Chesney DL, McNeil NM, Matthews PG, Byrd CE, Petersen LA, Wheeler MC, Fyfe ER, Dunwiddie AE. Organization matters: Mental organization of addition knowledge relates to understanding math equivalence in symbolic form Cognitive Development. 30: 30-46. DOI: 10.1016/j.cogdev.2014.01.001 |
1 | |||

2014 | Fyfe ER, McNeil NM, Son JY, Goldstone RL. Concreteness Fading in Mathematics and Science Instruction: A Systematic Review Educational Psychology Review. 26: 9-25. DOI: 10.1007/s10648-014-9249-3 |
1 | |||

2013 | Chesney DL, McNeil NM, Brockmole JR, Kelley K. An eye for relations: eye-tracking indicates long-term negative effects of operational thinking on understanding of math equivalence. Memory & Cognition. 41: 1079-95. PMID 23532591 DOI: 10.3758/s13421-013-0315-8 |
1 | |||

2013 | Fuhs MW, McNeil NM. ANS acuity and mathematics ability in preschoolers from low-income homes: contributions of inhibitory control. Developmental Science. 16: 136-48. PMID 23278935 DOI: 10.1111/desc.12013 |
1 | |||

2013 | Petersen LA, McNeil NM. Effects of perceptually rich manipulatives on preschoolers' counting performance: established knowledge counts. Child Development. 84: 1020-33. PMID 23240867 DOI: 10.1111/cdev.12028 |
1 | |||

2012 | McNeil NM, Chesney DL, Matthews PG, Fyfe ER, Petersen LA, Dunwiddie AE, Wheeler MC. It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence Journal of Educational Psychology. 104: 1109-1121. DOI: 10.1037/a0028997 |
1 | |||

2012 | McNeil NM, Fyfe ER. " Concreteness fading" promotes transfer of mathematical knowledge Learning and Instruction. 22: 440-448. DOI: 10.1016/j.learninstruc.2012.05.001 |
1 | |||

2011 | McNeil NM, Fyfe ER, Petersen LA, Dunwiddie AE, Brletic-Shipley H. Benefits of practicing 4 = 2 + 2: nontraditional problem formats facilitate children's understanding of mathematical equivalence. Child Development. 82: 1620-33. PMID 21793817 DOI: 10.1111/j.1467-8624.2011.01622.x |
1 | |||

2011 | McNeil NM, Fuhs MW, Keultjes MC, Gibson MH. Influences of problem format and SES on preschoolers' understanding of approximate addition Cognitive Development. 26: 57-71. DOI: 10.1016/j.cogdev.2010.08.010 |
1 | |||

2010 | McNeil NM, Rittle-Johnson B, Hattikudur S, Petersen LA. Continuity in representation between children and adults: Arithmetic knowledge hinders undergraduates' algebraic problem solving Journal of Cognition and Development. 11: 437-457. DOI: 10.1080/15248372.2010.516421 |
1 | |||

2010 | McNeil NM, Weinberg A, Hattikudur S, Stephens AC, Asquith P, Knuth EJ, Alibali MW. A is for Apple: Mnemonic Symbols Hinder the Interpretation of Algebraic Expressions Journal of Educational Psychology. 102: 625-634. DOI: 10.1037/a0019105 |
1 | |||

2009 | Haeffel GJ, Thiessen ED, Campbell MW, Kaschak MP, McNeil NM. Theory, not cultural context, will advance American psychology. The American Psychologist. 64: 570-1; author reply . PMID 19739896 DOI: 10.1037/a0016191 |
1 | |||

2009 | Brown MC, McNeil NM, Glenberg AM. Using concreteness in education: Real problems, potential solutions Child Development Perspectives. 3: 160-164. DOI: 10.1111/j.1750-8606.2009.00098.x |
1 | |||

2009 | McNeil NM, Uttal DH. Rethinking the use of concrete materials in learning: Perspectives from development and education Child Development Perspectives. 3: 137-139. DOI: 10.1111/j.1750-8606.2009.00093.x |
1 | |||

2009 | McNeil NM, Uttal DH, Jarvin L, Sternberg RJ. Should you show me the money? Concrete objects both hurt and help performance on mathematics problems Learning and Instruction. 19: 171-184. DOI: 10.1016/j.learninstruc.2008.03.005 |
1 | |||

2008 | McNeil NM. Limitations to teaching children 2 + 2 = 4: typical arithmetic problems can hinder learning of mathematical equivalence. Child Development. 79: 1524-37. PMID 18826540 DOI: 10.1111/j.1467-8624.2008.01203.x |
1 | |||

2007 | McNeil NM. U-shaped development in math: 7-year-olds outperform 9-year-olds on equivalence problems. Developmental Psychology. 43: 687-95. PMID 17484580 DOI: 10.1037/0012-1649.43.3.687 |
1 | |||

2007 | McNeil NM, Jarvin L. When theories don't add up: Disentangling the manipulatives debate Theory Into Practice. 46: 309-316. DOI: 10.1080/00405840701593899 |
1 | |||

2006 | McNeil NM, Grandau L, Knuth EJ, Alibali MW, Stephens AC, Hattikudur S, Krill DE. Middle-school students' understanding of the equal sign: The books they read can't help Cognition and Instruction. 24: 367-385. DOI: 10.1207/s1532690xci2403_3 |
1 | |||

2006 | Knuth EJ, Stephens AC, McNeil NM, Alibali MW. Does understanding the equal sign matter? Evidence from solving equations Journal For Research in Mathematics Education. 37: 297-312. |
1 | |||

2005 | McNeil NM, Alibali MW. Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations. Child Development. 76: 883-99. PMID 16026503 DOI: 10.1111/j.1467-8624.2005.00884.x |
1 | |||

2005 | McNeil NM, Alibali MW. Knowledge change as a function of mathematics experience: All contexts are not created equal Journal of Cognition and Development. 6: 285-306. DOI: 10.1207/s15327647jcd0602_6 |
1 | |||

2005 | Knuth EJ, Alibali MW, McNeil NM, Weinberg A, Stephens AC. Middle School Students' Understanding of Core Algebraic Concepts: Equivalence & Variable Zdm - International Journal On Mathematics Education. 37: 68-76. |
1 | |||

2004 | McNeil NM, Alibali MW. You'll see what you mean: Students encode equations based on their knowledge of arithmetic Cognitive Science. 28: 451-466. DOI: 10.1016/j.cogsci.2003.11.002 |
1 | |||

2001 | Evans JL, Alibali MW, McNeil NM. Divergence of verbal expression and embodied knowledge: Evidence from speech and gesture in children with specific language impairment Language and Cognitive Processes. 16: 309-331. DOI: 10.1080/01690960042000049 |
1 | |||

2000 | McNeil NM, Alibali MW. Learning mathematics from procedural instruction: Externally imposed goals influence what is learned Journal of Educational Psychology. 92: 734-744. |
1 | |||

2000 | McNeil NM, Alibali MW, Evans JL. The role of gesture in children's comprehension of spoken language: Now they need it, now they don't Journal of Nonverbal Behavior. 24: 131-149. |
1 | |||

Show low-probability matches. |